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    • [DOC File]Title I Non-Regulatory Paraprofessionals Guidance March 1 ...

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      Community Learning Center Programs? B-20. ... higher education.” [Section 1119(c)(1)(A)] What does “two years of study” mean? ... 1995), all staff working in a Title I schoolwide program school are considered Title I staff and all students are Title I students. B-21. Some paraprofessionals work in programs for children ranging in age from

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    • [DOC File]Examining Bias and Distortion in Mass Media in America

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      As for finding truly objective media: the answer, surprisingly (depending on your point of view), is at the academic level. In the world today, most if not all mass media sources are controlled by a corporation, whereas at many of the higher institutions of America, an emphasis on learning has fostered an environment of objectivity on all sides.

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    • [DOC File]A Framework for Child Welfare Supervision

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      Integrating new learning into practice requires that practitioners regularly and self-consciously apply new knowledge and skills in specific situations in their caseloads. Supervisors play a primary role in facilitating this ongoing process. ... (1995, 1999) and the Council on Accreditation (2006) provide guidelines and standards for child ...

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    • [DOC File]Normative standards in international human rights law in ...

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      The precedent set by this case may show a positive impact for older women as it will prevent them from being financially penalised in access to health care insurance, protect them from being discriminated against by employers for reasons of higher employment …

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    • [DOC File]THE USE OF SERVICE LEARNING IN

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      The Use of Service-Learning in . Emergency Management. Service-learning is an educational approach that offers distinct advantages for emergency management higher education. Service-learning marries educational objectives with practice environments in such a way that the student, the university, and the community all benefit.

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    • Healthy Sexuality and Disability Resource Guide

      Learning how to access accurate and appropriate health information and support is an important developmental task for all youth. Yet according to the 2009 needs and resources assessment survey, many youth with disabilities in Massachusetts lacked sufficient health education or support that addressed their unique needs.

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